The Genesis Effect: The Three Effective Steps to Gaining Access for Professional Success

This presentation will effectively discuss the G.A.P.S. in a step formation. It will specifically identify the three aspects of G.A.P.S. which are the steps to gaining access to professional success. These three steps are 1) the strength of self-mastery; 2) the strength of action; 3) the strength of relationships (Jones, 1995). It will demonstrate how the “Genesis Effect” (which is the way human beings recreates the world they live in through his/her images) makes it possible for all persons to be professionally successful.

Inclusion is fully utilizing the diverse backgrounds, characteristics and skills inherent in every person to help your organization achieve its goals. Andres Tapia in his book the Inclusion Paradox says “…diversity is the mix; inclusion is making the mix work.” The presentation will be about learning how to build better relationship and engagement at work, and making the mix work. Whenever you are working with a group of people, you always have diversity, because diversity comes in many dimensions and that’s a relative fact. What can be missing is inclusion or what can be termed “getting people fully engaged or connected.”

The Professional Development Advisory Team (PDAT) is a concept that has its roots in the business world. It is a mechanism that provides an individual with a strength base network of resourceful experts that serves in a capacity to advise and coach individuals in specific areas of professionalism. The Personal Development Advisory Team is a collection of individuals who bring unique knowledge and skills to assist individuals in their personal goals and objectives. The (PDAT) serves to make recommendations and/or provide key information and materials/resources to assist an individual in reaching their professional goals.

The purpose of this presentation is to discuss the connection of organizing a Personal Development Advisory Team to help individuals gain strength in their decision making skills and leadership responsibilities. A secondary purpose of this presentation is to examine ways individuals can counter the negative organizational experiences by tackling problems of perceptions and motives and allowing their advisory team of experts provide advice about workable approaches and practical solutions to workplace challenges.

Some scholars have labeled unspoken workload expectations experienced by faculty and staff of color as “cultural taxation.” Cultural taxation is a concept adopted by Amado Padilla in 1994 to describe additional workload issues experienced by faculty and staff of color (committees, informal advising, being “expert” for your ethnic group) Padilla points out that not only does cultural taxation carry a burden of increased workload, but much of the diversity-related work that is asked of minority faculty and staff is not valued. This session will broaden the perspective of “Cultural Taxation” to include other staff of color and women in K-12 and Higher Education settings. The session will address the following questions: What is cultural taxation? What are the implications for economic and academic mobility in the workplace? What can I do about it?

Dr. Roger Cleveland,Associate Professor & Director of The College of Education’s Center for Education Equity and Excellence-Eastern Kentucky University

Mrs. Tracey Y. Folden-Stewart,Director of Diversity & Leadership-Hopkinsville Community College

Pre-College Programs & Recruitment for Higher Education.

In this session, I would like to discuss the reason why programs like Upward Bound are needed in every high school and how it helps low-income students.

Also, I would like to do role-play on how students and parents are approached for recruitment into a college or university. Often times, there is no offer for a scholarship. But programs like Upward Bound helps students with entrance essays so that they can compete with other students who want to receive a scholarship and attend college just like they do.

How Do We Meet Students Where They Are and Get Them Where They Need to Be? “Socializing the So-Called Unsociable”

This session will focus on strategies and solutions educators can use to meet students where they are and get them where they need to be while learning preventative techniques based on students’ behaviors. Educators will be challenged and taught to learn their students through proven strategies that work. Educators will also learn techniques to retain troubled students in school instead of suspending them. It’s time to teach educators how to address the pain of their students and turn that pain into triumph. Discipline and accountability can be taught with a properly trained staff and delivery system. Educators will leave this session with discipline strategies that work, learn strategies for effective classroom management that will end the student/teacher power struggles, improve academic performance and greatly reduce the need for discipline referrals. Forget the gimmicks. Forget the paperwork overload for teachers and administrators. Discover a way to have a positive productive classroom

Kimberly K. Kincaid, Alpha & Omega Education Consulting

“Fundraising for Diversity”

This is for Cultural Centers, Multicultural Affairs, Development Officers or individuals who work in the realm of student diversity. On most campuses we are often faced with small budgets, lack of financial support, institutional commitment, and decreases in resources. The work we do is very vital to the institution, community, and student body. This presentation will help you create strategies, research, and methods particular to your institution on increasing your bottom line! Hear personally from a presenter who has worked directly in Multicultural Affairs and University Development.

Tierny Bates, Director,Cultural Center, University of Louisville

“The Inter-Generational Family: Influencing the Value of Education and the Definition of Success”.

1) Generational Differences and Influences

By discussing the classic foundation of the four generations and the seven significant differences, I will lay the foundation for discussion about the lens that each generation looks through to value education

2) What is a ‘Family’?

1970 family definition versus 2015. The participants will share their views of how to define ‘family’

3) How does a family influence beliefs about education, about success?

We will discuss how the family’s beliefs influence the next generation’s beliefs

The Darkest of Secrets: Interpersonal Violence in Marginalized Student Communities

Feeling safe and secure is a cornerstone of student retention and success. When students feel safe, they give their absolute best. When they do not, the effects can be devastating. There is an epidemic of interpersonal violence on college campuses all across the nation. Intimate partner violence is a real issue that impacts every aspect of a student survivor’s life. IPV is an equal opportunity destroyer of lives. Anyone can experience and act of sexual assault, domestic/dating violence, or stalking. Students of color and students who identify as part of the LGBTQ community face the greatest risk while often receiving the least support. As higher education professionals we have an obligation to do our part to end all forms of interpersonal violence and provide survivors with all the support they need to regain control of their own lives.

Carol Taylor, MSW,Social Justice Educator, University of Kentucky

The Experiences of African American Administrators and Faculty on College and University Campuses: Marginality, Microaggressions, and Campus Racial Attitudes

The academy is a mirror of society as a whole, what goes on in the wider society can be seen happening to a greater or lesser degree on a college or university campus. The attitudes of individuals both Whites and African Americans on Predominantly White Institutions (WPI) has been found to have an injurious effect on the professional progress of administrators and faculty of color. Race has been found to be pervasive in administrators’ and faculty of color efforts to retain their positions and seek promotion in PWIs.

Cultural and racial isolation is alive and well on PWIs and very little attention is being given to its damaging impact on administrators of color and the campus as a whole—everyone suffers from the effects of cultural and racial marginality, microaggressios and racial oppression. Feeling of being “invisible” and the chronic inability of White faculty and administrators to see their colleagues of color as equals are realities that are experienced every day. Administrators and faculty of color are often viewed with suspicion and mistrust by some of their White counterparts. On all too many campuses are White administration/staff unable or unwilling to appreciate the sacrifices that individuals of color make to be part of the University. Some White colleagues believe that faculty and administrators of color are perpetual guest (no matter how long they are at a campus they are never viewed as contributing members of the campus community) instead of being appreciated as a permanent colleague with the same or higher loyalty to the institution.

The purpose of this presentation is to discuss strategies for coping with the realities of dealing with marginality, racial microaggressions, and campus racial attitudes. This presentation will examine ways individuals on PWIs can counter the negative dehumanization that persons of color experiences.

We all want to get ahead in the work world. We all want to be the best at what we do. Taking advantage of the many opportunities around us will help build our professional networks. Building your professional network is a great way to get ahead. This will be an interactive session were we, as a group, will discuss openly about the many opportunities; attitudes; communications; building relationships; building and maintaining good habits to keep professional networks working for us. This engagement will allow the participants to brainstorm ways to build their professional networks. Attendees will share and learn of diverse ways to build their professional networks. Hence, the attendees will discover what others view as important to building a professional network.

Student Support Programs strives to provide the support required to meet needs of the underprepared in their freshman and sophomore years as they transition from high school to college life. Our program takes a holistic approach in retention efforts by encouraging and guiding students to succeed academically and personally in order to be masters of their own success.

Kelvin Byers, Student Support At-Risk Counselor, Western Kentucky University

Carlos Stallworth, Graduate Assistant, Student Support Program, Western Kentucky University

DeLeon Lott, Graduate Assistant, Student Support Programs, Western Kentucky University

Concurrent Session IV

When does the interview begin?

In this session, I would like to role play with participants on the nature of good interviews and bad interviews.

Also, I would like to discuss why some candidates get a follow-up interview even if they did not have the best first “interview”.

Lastly, I would like to discuss some ways that participants can use as they interview for future opportunities such as: apply early, make sure that your letters of recommendation arrive on time, dress for success (no jeans and t-shirts are allowed), etc.

Dr. Antoinette Davis, Eastern Kentucky University

#DoItAll: It Can Be Done

Have you heard the expression, “Jack of all trades, master of none”? This panel discussion session will blow that expression out of the water, as the presenters will share tips, advice, and pitfalls to avoid when pursuing an advanced and/or terminal degree. Each presenter is pursuing or recently received a doctoral degree. During the session, the presenters will share how they balance and juggle work-life, family-life, and being a student. Participants will have the opportunity to become familiar with the various doctoral programs, the time commitment involved, circumstances to consider, and dialogue with the presenters. The objective of this session will be to encourage and empower professionals of color to pursue advanced and/or terminal degrees. The session will coincide with the theme of the 2015 KABHE Conference: Re-Examining the G.A.P.S.: Gaining Access for Professional Success.

Taurean Douglas, University of Kentucky

Erin Gilliam, Kentucky State University

Dr. Chassity Holliman-Douglas,University of Kentucky

Stephanie Mayberry, University of Kentucky

What are the G.A.P.S.? Using STEM to Engage Students of Color.”

Someone Like Me in Front of the Classroom is a program that essentially targets students who are interested in teaching in the STEM fields but who have skill gaps in their learning. This three-tiered program at Kentucky State University is designed to recruit, prepare, and train underrepresented students. The program is specifically attempting to recruit students of color, students who are economically disadvantaged, first-generation students, and students who are underrepresented in the STEM field. Among those underrepresented are African American males, who are especially targeted by this program.

Kimberly Kincaid,Breakthrough Consulting

Bret Cormier, Ed.D.,Assistant Professor, School of Education, Kentucky State University

Black Faculty in Higher Education: Are they an endangered species?

The purpose of the session is to share how Black faculty at PWIs is on the endangered species list because of covert racism created by institutional policies and administrative ambiguity. A Prezi-tation will be shared to clarify terminology and listen to Black faculty testimonies in two to five minute Youtube videos.

Dr. Cassandra Smith,Accounting Instructor, Morehead State University

Getting A Seat At The Table

Kentucky has hundreds of boards and commissions with a variety of functions. Participants will be given the descriptions, term lengths, membership requirements, compensation, meeting schedules, and how to apply for appointments on various Kentucky Boards and Commissions throughout the Commonwealth. Come to this session to learn about the range of opportunities to serve.